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Drs. Keith and Moran on presented information on Qualitative Research including Ethnography and Grounded Theory.

This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.

abstract: The purpose of this action research study was to examine how membership within a virtual community of practice impacted individual professional development, knowledge exchange practices, and self-efficacy. The G-3/5/7 virtual community of practice (VCoP) website was created to provide members with access to a wide range of career-related content, while also bestowing them with the level of volition needed to be completely in control of when and how they consume content. Feedback from early cycles of research suggested the pilot version of the VCoP wasn’t perceived as user-friendly and didn’t provide a broad range of professional development-related content. Thus, the layout of the VCoP was completely redesigned, and content offerings in the content repository and on website pages were broadened. This action research study is grounded in social cognitive theory, social cognitive career theory, and the community of practice framework. Reviewed literature includes studies pertaining to mutual engagement within social learning environments, facilitating professional development, sustaining communities of practice, and implementing virtual communities of practice. Participants in this study included a combination of Department of the Army civilian and military employees. Over the course of 14 weeks, these employees were invited to voluntarily join the G-3/5/7 VCoP and freely access and use the site for any reason they deemed necessary. At the end of the 14-week period, participants completed a questionnaire and participated in semi-structured interviews. The result of the study revealed members generally found the G-3/5/7 VCoP website to be user-friendly. They also believed the website could help them accomplish professional development goals, exchange knowledge with peers, and produce higher quality work more efficiently. The analysis of results includes discussion on the triangulation of quantitative and qualitative data and connects results to the literature that influenced this study. Also, lessons learned, study limitations, implications for practice, and recommendations for future action research are discussed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Because of the growing prevalence of Autism Spectrum Disorder (ASD), there is an increased need for effective professional training models for autism treatment and education. Individuals with ASD receive care and therapy across multiple disciplines, so such training models should also be interdisciplinary in nature. In the medical field, pediatricians, nurses, psychiatrists, and many others work with individuals with ASD. In the education field, teachers, speech language pathologists, school psychologists, and others work with children with ASD. Some therapists work in both systems. Thus far, there has been little research done considering training delivery models (i.e., in-person and online training) in interdisciplinary best practices in ASD. This study examined outcomes of both an in-person delivery of an interdisciplinary, professional continuing education workshop and online (remote) delivery of the same content. We looked at preferred delivery methods, social validity, and dissemination of information related to each training format according to profession, experience, and levels of previous training. Results indicate that a one-day interdisciplinary training program can result in 70% of participants self-reporting changes in practice and at least 60% report they feel more confident working with children who have ASD. Participants also reported an increased rate of referrals for services outside of their own discipline and increased interest in training in ASD best practices (91% interested at follow up). The social validity of the training was very high with 91% agreeing that the training was worth their time.

The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and summative approaches. The way teachers defined SSA appeared to influence their implementation of SSA, as well as their reasons for using or not using SSA. I also found that beliefs associated with student outcomes (e.g., student cognitive and skill growth, student motivation) were usually indicators for using SSA. However, beliefs about resources (e.g., time to implement, good models) and concerns about students' ability to self-assess were typically associated with not using SSA. For those studying this issue, or schools or districts intending to implement forms of SSA, a "one-size-fit-all" approach is not recommended. A more effective approach for moving research to practice would be to start with how teachers are defining SSA, and then individually address their reasons and beliefs surrounding SSA.

This study investigated principals' and teachers' perceptions about professional development and conditions for change. Specifically, the following research questions were answered: (1) How do principals describe professional development at their schools? (2) What professional development experiences did teachers report as having an effect on their teaching practice? and (3) What common factors or conditions did teachers at the three schools report as influencing whether they change their classroom practices after participating in professional development initiatives?;Data collection incorporated both qualitative and quantitative methodologies using principal interviews and teacher surveys. Simple descriptive statistics were used to analyze and describe professional development type and effect, impetus and effect, monitoring type and effect, follow-up type and effect, and student achievement examination and effect.;A four-step process was used to compile, classify and analyze qualitative data. Six overarching themes emerged that described principals' perceptions of professional development and five conditions for change were identified from teachers' responses.

Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of 13-19 years old and attending high school in the state of Utah. The Multigroup Ethnic Identity Measure—Revised, Rosenberg Self-Esteem Inventory, Simple School Belonging Scale, and demographic questions were combined in a survey and taken by 111 participants. Results indicate a significantly positive relationship between school belonging and self-esteem (r = .39, p < .001). However, no relationship was observed between ethnic identity and school belonging. Results also suggests that self-esteem is not a mediating factor, nor is it related to ethnic identity individually for these students. Another purpose of this study was to better understand Pacific Islander students in our public education system, and especially in the state of Utah. Results revealed that ethnic identity may not operate in the same way for students in this study as has been suggested in the literature for other ethnic minorities. Specifically, ethnic identity, as measured by the MEIM-R may not represent the same construct, which leads to questions about how this sample was different than other national samples. The context of Utah may have been a determining factor and may play a role in the formation of ethnic identity for Pacific Islander students who live in Utah, especially for those who are also Latter-day Saint. Future research should look closely at the relationship between religiosity and ethnic identity for Pacific Islander students in Utah schools. The findings from this study also highlight the role of self-esteem in school belonging. They suggest a need to move beyond generalizations of this group of students as "minorities" to understanding how to increase their self-esteem in hopes of boosting their sense of belonging in our schools, thus leading to greater high school retention and academic achievement for this population.

This is a case study that investigates the experiences of eight friendless seventh grade students as they transition from elementary school to junior high. In an effort to examine the wide-range of experiences of friendless students, I explored and compared the experiences of students who have high social self efficacy and students who have low self-efficacy. Each student was interviewed two times and both interviews were analyzed using a priori codes of when and where students felt isolated and distressed. The interviews were also analyzed using an open coding method looking for emergent codes. The study highlights and illustrates what each student expresses about their experiences in terms of isolation, friendship, and belonging. The cases show that peer group disruption, introversion and extroversion, the role of the adult at school, and family dynamics affect the experiences of the participants. Findings of the study suggest that schools need to plan and organize different types of spaces for friendless students to meet and connect with peers.